Examining the teacher candidates’ levels of optimism and styles of coping with stress according to their Self-esteem levels
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, öğretmen adaylarının benlik saygısına göre iyimserlik düzeyleri ve stresle başaçıkma stillerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda, öğrencilerin benlik saygısı düzeylerini ölçmek için Arıcak (1999) tarafından geliştirilen Benlik Saygısı Ölçeği, iyimserlik düzeylerini ölçmek için Balcı ve Yılmaz (2002), tarafından geliştirilen İyimserlik Ölçeği, stresle başaçıkma stillerini belirlemek için Şahin ve Durak (1995) tarafından geliştirilen Stresle Başaçıkma Tarzları Ölçeği kullanılmıştır. Araştırma örneklemi, Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesine devam eden öğrencilerden oluşmuştur. Araştırma grubu, eleman örnekleme yöntemiyle seçilmiş 543 kadın ve 309 erkek olmak üzere toplam 852 öğrenciden oluşmuştur. Veriler, 2010-2011 eğitim-öğretim döneminde, bu örneklem grubundan toplanmış ve analiz edilmiştir. Araştırma bulgularına göre benlik saygısının, iyimserlikteki toplam varyansın % 42.9’unu açıkladığı görülmektedir. Depresif duygulanımla iyimserlik arasında negatif yönde bir ilişkinin olduğu belirlenmiştir. Öğretmen adaylarının stresle başaçıkmada; kendine güvenli yaklaşım, iyimser yaklaşım ve sosyal destek arama yaklaşımı alt boyutları ile benlik saygısı alt boyutlarından benlik değeri, özgüven, kendine yetme, başarma ve üretkenlik alt boyutları arasında pozitif yönlü, depresif duygulanımla negatif yönlü anlamlı bir ilişkinin olduğu saptanmıştır. Bulgular literatür desteği ile tartışılmıştır.
In this study, it was aimed to determine the teacher candidates’ levels of optimism and styles of coping with stress according to their self-esteem levels. In accordance with this purpose, to measure the teacher candidates’ self-esteem level, Self-esteem Scale developed by Arıcak (1999), to measure the teacher candidates’ level of optimism, Optimism Scale developed by Balcı and Yılmaz (2002) and to determine the teacher candidates’ styles of coping with stress, Scale of Coping with Stress developed by Şahin and Durak (1995) were used. Sample of the study consisted of the students attending Selcuk University, Ahmet Kelesoglu Faculty of Education. The study group was chosen by using disproportionate sampling method and consisted of 852 students, 543 of which were female and 309 of which were male. Data were collected and analyzed in 2010- 2011 educational year. According to the research findings; Self-esteem accounts for %42.9 of total variance for optimism. It was determined that there is a negative correlation between depressive affect and optimism, and there are positive significant correlations between Self-confident approach, optimist approach, and seeking social support approach sub-dimensions of coping with stress and self-worth, self-confidence, self-sufficiency, success and prolificacy sub-dimensions of self-esteem. It was also determined that there is a negative significant correlation between Self-confident approach, optimist approach, and seeking social support approach subdimensions of coping with stress and depressive affect sub-dimension of self-esteem. The findings were discussed with the support of literature.
In this study, it was aimed to determine the teacher candidates’ levels of optimism and styles of coping with stress according to their self-esteem levels. In accordance with this purpose, to measure the teacher candidates’ self-esteem level, Self-esteem Scale developed by Arıcak (1999), to measure the teacher candidates’ level of optimism, Optimism Scale developed by Balcı and Yılmaz (2002) and to determine the teacher candidates’ styles of coping with stress, Scale of Coping with Stress developed by Şahin and Durak (1995) were used. Sample of the study consisted of the students attending Selcuk University, Ahmet Kelesoglu Faculty of Education. The study group was chosen by using disproportionate sampling method and consisted of 852 students, 543 of which were female and 309 of which were male. Data were collected and analyzed in 2010- 2011 educational year. According to the research findings; Self-esteem accounts for %42.9 of total variance for optimism. It was determined that there is a negative correlation between depressive affect and optimism, and there are positive significant correlations between Self-confident approach, optimist approach, and seeking social support approach sub-dimensions of coping with stress and self-worth, self-confidence, self-sufficiency, success and prolificacy sub-dimensions of self-esteem. It was also determined that there is a negative significant correlation between Self-confident approach, optimist approach, and seeking social support approach subdimensions of coping with stress and depressive affect sub-dimension of self-esteem. The findings were discussed with the support of literature.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
İlköğretim Online (elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
2
